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Environmental Science (EVS) : Food We Eat (Class II)theeducationdesk
EVS, Environmental Science,
Food We Eat, Vegetables, Fruits, Seeds, Cereals, Pulses, Nuts
Healthy Food, Junk Food, Common Dishes
Class II, Class 2, CBSE
We can try to understand its complexity by
investigating processes at various levels of biological
organisation–macromolecules, cells, tissues, organs,
individual organisms, population, communities,
ecosystems and biomes. A
We can try to understand its complexity by
investigating processes at various levels of biological
organisation–macromolecules, cells, tissues, organs,
individual organisms, population, communities,
ecosystems and biomes. A
While considering the various alternatives available to organisms for
coping with extremes in their environment, we have seen that some are
able to respond through certain physiological adjustments while others
do so behaviourally (migrating temporarily to a less stressful habitat).
These responses are also actually, their adaptations. So, we can say that
adaptation
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The Environment
1.
2.
3.
4. Class Discussion
• What type of environment did you
see?
• How about the climate/temperatures?
• Can food be found easily?
• Where the animals/plants dependant
on each other?
• What were some of the concerns
faced for survival?
5. Tropical
Park
Field Rivers Savannah Ocean
Garden Coral Reefs
Temperate
Mangrove Desert Tundra
Rainforest
Ocean
6. Different types of
Habitats/Biomes
• Where can you find these habitats?
• Explain the difference between these habitats.
– Types of animals
– Climate / Temperature
– Plants / Trees
• What are some of the concerns faced for
animal survival?
• Which do you think will support the greatest
diversity of living things? Why?
7. • Online reflection for the different types of
biomes:
• (refer to questions on the previous slide)
• http://missliyanascience.blogspot.com/
• For more info on the different habitats and
biomes visit here:
• http://www.mbgnet.net/
8. • Temperature
Abiotic • Air
• Water
(Physical)
• Other living Biotic
• Sunlight
organisms
• Soil (Living)
9. • The measure of how hot or cold is the
environment
• Affects the
– Activities of organism
• Active? Less active?
– Types of organisms living there
• Warm-blooded? Cold-blooded?
• Most organisms cannot survive under extreme
temperature
10.
11. • Needed by all livings things
– Oxygen Respiration by both animals and plants
– Carbon Dioxide Plants to carry out photosynthesis
• Amount of air varies from place to place
– Mountains – less O2 and CO2 in the air, less organisms
are suited for survival there
• Quality of air differs in different environment
– City area pollution, affects living things
12.
13. • Sun is Earth’s main source of light
• Plants need light energy to make food
– Photosynthesis
• Influences growth changes in plants
– Flowering and germination
• Amount of light influences type of plants found
in a particular habitat
• Light influences animals too
– Nocturnal / Diurnal animals
14.
15. • All living things need water for survival & carry
out life process:
– Source of food fish
– Reproduction frogs, lay eggs in water.
• Amount of water in the environment
influenced by:
– Amt of rainfall
– Presence of lakes, rivers & streams
• Determines the type of organisms that can live there
• Environments with a lot of rain can support a
greater diversity of living things.
16.
17. • Soil consists of:
– organic materials like:
• dead and decaying organisms
– Inorganic materials
• Minerals, water and trapped air
• Composition of soil affects the type of
organisms that can live there:
– Some plants and burrowing animals may find it
unfavourable to live in soil that is:
• very wet
• has few air spaces.
18.
19. • Every organism plays a role in the ecosystem
• Organisms interact in many ways:
– Use one another as food (Food Chain)
– For shelter
– Seed dispersal
20.
21. • Temperature
Abiotic • Air
• Water
(Physical)
• Other living Biotic
• Sunlight
organisms
• Soil (Living)
22. • Online crossword puzzle
• http://www.armoredpenguin.com/crosswo
rd/Data/2009.04/1905/19055236.047.html
• Find out more about camels (this is useful
for our future lesson on adaptations)
• http://animals.howstuffworks.com/mamm
als/camel-go-without-water.htm
24. Instructions
1. There should be 8 groups.
2. 4-5 members per group
3. Collect
• a Datalogger OR a Thermometer
according to group’s allocation.
4. Take note of where your group
is suppose to go.
26. Groupings
Group Activity Location Type of activity
no.
1 Measuring
A Open field
2 temperature
3 Measuring the
B Open field
4 amount light
5 Measuring
C Shade
6 temperature
7 Measuring the
D Shade
8 amount light
29. To do!
• Online reflection:
www.missliyanascience.blogspot.com
• Crossword puzzle
• Read
–Today’s slides on class science blog
– Camels (link on blog)
– Habitats and biomes (link on blog)
